The Relationship Between Critical Thinking Skills and Learning Styles and Academic Achievement of Nursing Students

Shirazi, Fatemeh; Heidari, Shiva

doi:10.1097/jnr.0000000000000307

Cited by 105 publications

(97 citation statements)

References 11 publications

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“…The researchers recommend studying other variables such as motivation, learning habits, school environment. However, this research is in contradiction with a survey (Shirazi & Heidari, 2019) which proved that there was a relation between learning styles and academic achievement among university students. Unconsciously, a teacher can support a single learning style that is not appropriate in relation to the subject and the content of education (Pasiar et al, 2015).…”

Section: Introductioncontrasting

confidence: 98%

“…This factor changes the form or method of teaching and therefore is more based on experiential learning. This type of education is also beneficial for the students themselves (Pratama, 2015) and contributes to strengthening students' abilities to improve their academic performance (Espinoza-Poves et al, 2019;Shirazi & Heidari, 2019). Smith and Emerson (2017) research, which confirmed that academia is primarily focused on academic research but lacks significant practical experience or academic certification, can be used to explain why this is the case.…”

Section: Introductionmentioning

confidence: 95%

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Learning Style Preferences of University and College Students

Berková

Borůvková

Kuncová

et al. 2020

PEC

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Knowledge of the appropriate learning styles in which students approach the study supports the effectiveness of the teaching process. There is international research that explores the factors that influence student learning styles or students' preferences. The results of some research based on the similar methodologies are inconsistent. The aim of this research under the conditions of Czech tertiary education was to verify what factors students´ learning style preferences in the subject Marketing depend on. The method of questioning based on quantitative research was used. 132 students of University of Economics, Prague and of College of Polytechnics Jihlava were involved in the research. The questions were formulated in a way to be able to define the learning style and whether students were aware of their sensory preferences. The model was based on the VARK model and the learning style according to motivation and intent. A chi-square test of independence was used for verification. The preferences of a deep problem-based learning style prevail. Learning styles preferences depend on factors related to the practical preparation of the students and the difficulty of the subject. Keywords: learning style, VARK model, deep problem-based learning style, Czech tertiary education, subject Marketing.

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Section: Introductioncontrasting

confidence: 98%

Section: Introductionmentioning

confidence: 95%

Learning Style Preferences of University and College Students

Berková

Borůvková

Kuncová

et al. 2020

PEC

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show abstract

“…Considering the importance of critical thinking skills in nursing, it is inevitable to use OSCE since it encourages critical thinking in nursing students [32]. Since OSCE is a formal practical examination, it is natural to anticipate high levels of anxiety among students taking the test.…”

Section: Discussionmentioning

confidence: 99%

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

2020

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Background Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. Methods The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant. Results As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001). Conclusion The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.

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“…This initiative was designed to increase student engagement and improve the quality of education through the use of ICT. Through the use of this virtual learning environment, we focus on facilitating the acquisition of critical thinking skills through reflection on how the ways in which evidence is produced necessitate both continuous training and a critical attitude toward this evidence (Lee, Abdullah, Subramanian, Bachmann, & Ong, 2017;Reed & Edmunds, 2015;Schuelke & Barnason, 2017;Shirazi & Heidari, 2019).…”

Section: Objectivesmentioning

confidence: 99%

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Caballero

Castillo

Ballesteros-Yáñez

et al. 2019

Int J Educ Technol High Educ

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Tools for online collaboration are becoming increasingly prevalent in recent years. Certain characteristics of these tools encourage this proliferation: they are easy to use, always available, allow knowledge to be built collaboratively and disseminated quickly through social networks, and are usually free of charge. In this context, blogs are becoming increasingly important in the field of health as digital newspapers and magazines that support a large number of multimedia formats. The possibility to subscribe to blogs and their availability in formats adaptable to mobile devices mean their content can be taken anywhere. Although the use of blogs is well-established among Health Science professionals, their use among university professors as a component of the teaching strategies in these disciplines is much less common, and thus the benefits, risks and limitations of using blogging as a pedagogical tool are poorly understood. In this preliminary evaluation of a pedagogy, a public WordPress-based blog was developed for the Nutrition and Dietetics module of the undergraduate course in Nursing at the University of Castilla-La Mancha (Spain). This was primarily intended as way to use ICT to increase the level of student engagement and interest in learning the subject, but also as a way to introduce future health professionals to the world of blogging. This paper describes our experiences with this pedagogical project and discusses the advantages and disadvantages of the use of blogs in university Health Sciences teaching. Incorporating this tool into teaching methodologies takes advantages of the theoretical possibilities it offers, which include crucial aspects such as developing critical thinking, acquiring knowledge, answering questions from students, and enabling new mechanisms to develop the skills that must be acquired. However, the challenges and inconveniences are also highlighted; these are principally the lack of motivation and the low participation of the students. By analysing the outcomes of this preliminary evaluation of a pedagogy, it is concluded that blogs are a very useful tool, although it is suggested that the literature shows a certain bias toward the publication of successful trials.

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The Relationship Between Critical Thinking Skills and Learning Styles and Academic Achievement of Nursing Students

Cited by 105 publications

References 11 publications

Learning Style Preferences of University and College Students

Learning Style Preferences of University and College Students

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

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